Use oi, oy, ou, and ow by position
When to use this goal
For students who spell diphthong words with the wrong pattern (boi, cou, toun) or by sound alone. Present levels should show reliable long-vowel team spelling; the goal targets the position clue (oi and ou in the middle, oy and ow at the end).
- Baseline
- Give two lists of 15 words. Score each word and track diphthong errors separately. Note ow words that use the long o sound (snow) and handle them as a separate set.
- Tips
- Position charts help, but ow and ou also appear in the middle of some words (town, crowd); teach those as a small set. Read and spell the same words in a lesson.
- Limits
- The position clue is reliable for oi and oy but less so for ou and ow. Accents can affect the vowel sound. Lists do not show transfer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-044.
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Goal
By the annual IEP review date, given 15 dictated words with oi, oy, ou, or ow, the student will spell each word with the diphthong spelling that fits its position, with the rest of the word correct independently with at least 85% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 35% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Curriculum-based measurement gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Spelling.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Writing - Spelling
- Baseline
- 35% accuracy.
- Annual goal363 characters
- By the annual IEP review date, given 15 dictated words with oi, oy, ou, or ow, the student will spell each word with the diphthong spelling that fits its position, with the rest of the word correct independently with at least 85% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 15 dictated words with oi, oy, ou, or ow
- Behavior
- The student will spell each word with the diphthong spelling that fits its position, with the rest of the word correct independently
- Criteria
- With at least 85% accuracy on dictated words, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on dictated words
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given 15 dictated words with oi, oy, ou, or ow, the student will spell each word with the diphthong spelling that fits its position, with the rest of the word correct independently with at least 85% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.